Authors :
Maximo G. Asumbrado; Remigilda Gallardo
Volume/Issue :
Volume 9 - 2024, Issue 6 - June
Google Scholar :
https://tinyurl.com/3tkfzhcd
Scribd :
https://tinyurl.com/3dc88za7
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24JUN526
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
This study explores the relationship between
autonomy support and intrinsic motivation among
Grade 4 learners. Utilizing a descriptive correlation
research design, data was collected from 100 Grade 4
students in Davao City using an adapted survey
instrument. The study evaluates three autonomy support
indicators: providing meaningful choices, encouraging
input and feedback, and offering rationale for tasks and
activities. Results demonstrate a remarkably high level
of intrinsic motivation among Grade 4 learners, with
very extensive mean scores for enjoyment, interest, and
perceived competence. The overall mean of suggests a
widespread manifestation of intrinsic motivation within
the sampled population. The subsequent analysis
confirms a significant positive correlation between
autonomy support and intrinsic motivation, rejecting the
null hypothesis. The study further identifies that
providing meaningful choices, encouraging input and
feedback, and offering rationale for tasks and activities
significantly influence intrinsic motivation. These
findings hold implications for educational policymakers,
school leaders, teachers, and learners, emphasizing the
importance of integrating autonomy-supportive
practices to enhance intrinsic motivation in Grade 4
classrooms. Future researchers are encouraged to
explore the specific factors contributing to high levels of
intrinsic motivation and its long-term impact on diverse
student populations.
Keywords :
Autonomy Support, Intrinsic Motivation, Grade 4 Learners, Meaningful Choices, Input and Feedback, Rationale for Tasks and Activities.
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This study explores the relationship between
autonomy support and intrinsic motivation among
Grade 4 learners. Utilizing a descriptive correlation
research design, data was collected from 100 Grade 4
students in Davao City using an adapted survey
instrument. The study evaluates three autonomy support
indicators: providing meaningful choices, encouraging
input and feedback, and offering rationale for tasks and
activities. Results demonstrate a remarkably high level
of intrinsic motivation among Grade 4 learners, with
very extensive mean scores for enjoyment, interest, and
perceived competence. The overall mean of suggests a
widespread manifestation of intrinsic motivation within
the sampled population. The subsequent analysis
confirms a significant positive correlation between
autonomy support and intrinsic motivation, rejecting the
null hypothesis. The study further identifies that
providing meaningful choices, encouraging input and
feedback, and offering rationale for tasks and activities
significantly influence intrinsic motivation. These
findings hold implications for educational policymakers,
school leaders, teachers, and learners, emphasizing the
importance of integrating autonomy-supportive
practices to enhance intrinsic motivation in Grade 4
classrooms. Future researchers are encouraged to
explore the specific factors contributing to high levels of
intrinsic motivation and its long-term impact on diverse
student populations.
Keywords :
Autonomy Support, Intrinsic Motivation, Grade 4 Learners, Meaningful Choices, Input and Feedback, Rationale for Tasks and Activities.